Are you interested in implementing active learning strategies, but worried about cutting content?  One of the main reasons instructors do not incorporate active learning strategies into their teaching is that they cannot cover as much content. It’s true that teaching this way involves students spending more time engaged in learning activities and less time listening to lectures. It is understandable why so many instructors are hesitant about active learning.  Is cutting content okay? Will reducing content hinder my students’ learning and success? Do active learning strategies really improve learning?  These are just some of the questions you may be asking yourself.  

Bryan Dewsbury, an associate professor in biological sciences at Florida International University, and his coauthors tackled this concern head on. Their study, published in PLOS ONE, found that inclusive and active pedagogies actually reduce academic outcome gaps and improve long-term performance.  During the study, they compared the academic performance of students taking the introductory-biology sequence at a large, public research university in the northeast United States.  

One section of introductory biology used inclusive pedagogy during the first semester and active learning during the second semester.  All other sections used a traditional lecture format.  Students who took the inclusive and active learning sections later earned the highest grades in the 200-level biology course.  On Twitter, Dewsbury summed it up like so: “Let’s be brave and reduce content. I promise you. If done thoughtfully, and with the aim of centering humanism, the students will be more than fine. Inclusive and active pedagogies reduce academic outcome gaps and improve long-term performance” (Supiano, 2022). 

If you are interested in implementing inclusive and active learning strategies in your class, the LSA Learning and Teaching Consultants are happy to help you get started.  You can schedule a consultation by emailing [email protected] or by request a consultation here.   

References:

Supiano, B. (2022) Teaching: Worried About Cutting Content? This Study Suggests It’s OK. The Chronicle of Higher Education. https://www.chronicle.com/newsletter/teaching/2022-07-07

Dewsbury BM, Swanson HJ, Moseman-Valtierra S, Caulkins J (2022) Inclusive and active pedagogies reduce academic outcome gaps and improve long-term performance. PLoS ONE 17(6): e0268620. https://doi.org/10.1371/journal.pone.0268620

Berrett, D. (2016) The Making of a Teaching Evangelist. The Chronicle of Higher Education. https://www.chronicle.com/article/the-making-of-a-teaching-evangelist/